Gardner's multiple intelligences and the counselling of children

Abstract

This study investigates the application of Gardner’s (1983) theory of multiple intelligences to the counselling of children, particularly young children, who have not developed the language required for more verbally orientated counselling sessions. Specifically this thesis asks: Does Gardner’s theory of multiple intelligences have an application to counselling theory, and if so how would this theory impact on counselling practice?
The implication of applying Gardner’s theory of multiple intelligences to counselling is examined through ten case studies. Data was collected over a five month period of reflection on the author’s counselling practice. Results are reported in two ways. The first is through a typical case study report. The second is through a narrative that offers a higher level synthesis of the research outcomes.
The finding of this study heavily supports the use of the theory of multiple intelligences in the counselling of children. The use of each of the seven intelligences proposed by Gardner opens opportunities for clients to raise and explore personal counselling issues. Expression of feelings associated with these issues and the integration of knowledge of self using the seven intelligences, is examined throughout the study.